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Effective Sheltered Instruction. Re:Learning New Mexico. KWLQ. Where are we going?. Essential Question: “What proven effective teaching strategies should teachers use to connect language and content for the success of ALL students?”. Content Objective.

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Re:Learning New Mexico

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re learning new mexico

Effective Sheltered


Re:Learning New Mexico

where are we going
Where are we going?

Essential Question:

  • “What proven effective teaching strategies should teachers use to connect language and content for the success of ALL students?”
content objective
Content Objective
  • Participants will be able to explain basic definitions for the eight Effective Sheltered Instructional Components for ALL students. (SIOP=Sheltered Instruction Observation Protocol)
language objective
Language Objective
  • Participants will be able to experience a variety of significant tasks/activities to support explanation of the eight SIOP components through the literacy processes of listening, viewing, speaking, reading, and writing.
  • Overview
  • “Have I Got a Story For YOU!”
  • Effective Sheltered Instruction Components Meaningful Tasks
  • Lunch
  • Jigsaw/Grazing/Gallery Walk/ Presentations
  • Closure
task 1
Task #1

Have I got a story for you!

have i got a story directions
“Have I Got a Story!”Directions:
  • A. Take a story
  • B. Look at pictures
  • C. Read
  • D. Find a partner
  • E. Share your tale (Move from reading to telling)
  • F. Find a new partner and repeat 3x with new partners
processing reflection
  • How comfortable were you the first time you told the story?
  • The final time?
  • How did you make it your own?
  • Did you all have the same sized story?
  • What does this tell us about literacy?
  • What does this tell us about learning?
  • What does this tell us about students?

1. What was the purpose of task #1?

2. Why and how might you use this in your classroom?

literacy processes

Literacy Processes




(Asking & Answering)




the question is not so much how can i teach as it is how can i support learning caleb gattegno
“The question is not so much, “How can I teach?” as it is, “How can I support learning?” ……….Caleb Gattegno
task 2

Task #2

Building Background for Sheltered Instruction

building background directions
Building Background Directions:
  • In groups discuss: What do I already do to “shelter” instruction for my students?
  • Write about what you are doing to “shelter” instruction on a Post-it
  • Post on the poster
  • What information did you gain as a group by doing this?
  • How can you use this task with your classes in the content you teach?
task 3
Task #3

Learning Through Multiple Intelligence

  • Get students to use as many ways of learning as possible
  • Provide opportunities to do this in groups
learning through multiple intelligence directions
Learning Through Multiple Intelligence Directions:
  • 1. In groups create a visual using a poem/song/rap that includes a metaphor or simile representing your group’s meaning of Sheltered Instruction.
  • 2. Present to large group.

Metaphor:A figure of speech containing an implied comparison.(all the world’s a stage, curtain of the night)Simile: Two dissimilar nouns are compared using “like” or “as”. (sly as a fox)

  • How can you use a significant task like this in your content/s?
task 4
Task #4

Summarizing Key Vocabulary

summarizing key vocabulary directions
Summarizing Key Vocabulary Directions:
  • Read through the history, format, and benefits of SIOP and highlight main ideas
  • Circle all key sheltered instruction words
  • Create a list of words to be used in a word wall
  • Create a Word Wall
effective sheltered instruction
Effective Sheltered Instruction
  • History
  • Format
  • Benefits
  • Why is it important to highlight main ideas for ELL students?
  • How does this process help make sense for the reader?
  • How could you apply this strategy in your content areas?
task 5
Task #5

Book Browse

  • Critically skim and scan the lay out of the SIOP book
jig saw graphic organizer grazing gallery walk directions
Jig Saw/Graphic Organizer/Grazing Gallery Walk Directions:
  • Number off from 1 – 8
  • Find your number group. Be responsible for the information as follows:

1. Lesson Preparation (Planning)

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice/Application

7. Lesson Delivery

8. Review/Assessment (Reflection)

directions continued
  • Browse your chapter
  • Create a graphic organizer (provide models of master copies for ideas)
  • Put in poster form
  • Do a gallery walk to graze information
  • List all the positive ideas you gained from doing this significant task.
  • How could you use this in your classroom?
  • What skills were used in this task?
  • How does this task address the needs of ALL learners?
  • How does this lesson provide success for all students?
daily assessment for objectives exit cards
Daily Assessment for Objectives: Exit Cards

On an index card at your table, write the 8 components of SIOP. Include a brief description of what you learned about each component. Drop this in the Exiting Card Basket by the door before you leave.

rubric overview
Rubric Overview

Survey Link

return to the kwlq chart
Return to the KWLQ Chart
  • Fill in the L (What I Learned) and Q (Questions I still have) with Post-it
  • Do the evaluation
“You can lead a horse to water but you can’t make him drink. If you make him thirsty, however, he will eat sand from your hand.”

Re:Learning New Mexico


Fax: 505-989-3882

130 Siringo Road Suite 203

Santa Fe, New Mexico 87505